Technology Like Paper

Seymour Papert’s Keynote address in Australia revealed an interesting thought, “Why don’t we stop having conferences on Computers in Education?” (2004).  He asserted that this type of thinking has effectively placed technology in a subordinate position in the topic of education.  He went on to state that revolutionary change has been hindered by making technology “special,” effectively taking it out of the conversation in the mainstream of education.  After all, there are no discussions on the impact of paper in education.  This concept intrigued me and I like the rationale behind his bold statements.  Like all visionaries, Papert is far ahead of the mainstream in his thinking.  Just like paper, technology in all its forms is simply another tool to be used in the educational process.  We would do well to remember that the teacher will always remain the paramount tool in any educational setting. 

As I reviewed the U.S. National Technology plans from both 2004 and 2010, I was also struck by this same thought.  While aspects of both plans certainly focused on needed changes, particularly in the area of infrastructure and professional development, the overall picture painted might have missed the point.  My suspicion is that Papert would think so as well.  Maybe it’s time to start acting as if technology is a given in the educational arena.  After all, the business world has long embraced it in that fashion.  Isn’t this the same world in which we hope to prepare our students to work? 

The time has come to embrace this fact and view technology like paper -- as an essential component in the educational process.  Wenglinsky conducted the last large scale study on the impact of technology in education over ten years ago (1998).  I’m doubtful that there has ever been a study on the impact of paper in education, because its use is considered essential.  That is not to say that technology shouldn’t be evaluated at all.  Teachers are evaluated on a variety of levels, as well.  The point is that lesson design and methodology is of the utmost importance when planning a lesson.  The inherent tools of the lesson should never be the primary focus.

Papert, S. (2004) Keynote address at the i3 1 to 1 Notebook Conference. Sydney, Australia. May 31 – June 2004. Retrieved September 8, 2011.

Wenglinsky, H. (1998). Does It Compute? The Relationship Between Educational Technology and Student Achievement in Mathematics. ETS, Research Division. Princeton: ETS .